Volume 04 Issue 02-2024
130
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
02
Pages:
130-133
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article is devoted to the main problems of teaching a foreign language in the field of preschool
education: philological education at an early age, in particular, the development of children's general
speaking ability in language teaching, the formation of the ability and readiness to use a foreign language
as a means of communication, another national culture the importance of getting to know.
K
EYWORDS
Preschool education, foreign language, national culture, children's physiology, speech apparatus.
I
NTRODUCTION
We live in an age of rapidly developing
technologies, an age of great information
discoveries and continuous development of new
knowledge. We live in a society where the main
value is information, and the condition for the
successful development of our society is effective,
high-quality communication, which cannot be
imagined without communication that erases
borders between countries and cultures. These
values and trends of the modern world make
certain demands on us, which we, as civilized
people, cannot obey. Foreign education, work and
tourist trips, working on the Internet require not
only the ability to read and understand texts in a
foreign language, but also the ability to
participate in full intercultural communication.
Journal
Website:
http://sciencebring.co
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Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
FOREIGN LANGUAGES IN PRE-SCHOOL EDUCATION
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-02-20
Nigmatova Mavjuda Zuvayduloyevna
Ncepnm Of Samarkand Region Preschool, Primary And Special Education Senior Teacher Of The
Methodology Department, Uzbekistan
Volume 04 Issue 02-2024
131
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
02
Pages:
130-133
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Also, in today's rapidly developing age, children
show speed and confidence in mastering and
using information technology products, not
lagging behind their parents, and sometimes even
surpassing them. The generation of children born
in the 21st century is characterized by an amazing
speed of all-round development. This is also
reflected in the education system. If ten years ago
children were familiar with the alphabet only in
the first grade, today's children require fluency to
start school. In all modern children, these
developmental characteristics create favorable
conditions for learning a foreign language at
preschool age, and our rapidly developing society
leaves no choice. However, it should be noted that
there are experts who do not support this trend.
Literature analysis. Their opinion is also
supported by parents who are afraid of
"depriving them of their childhood". For example,
Russian pedagogues claim that foreign language
lessons can harm the acquisition of one's native
language, as a result of which the child may lose
interest in literature lessons, and in the worst
case, various speech defects may appear [3]. As
for parents who do not support preschool English
classes, they express the following points:
“Everything has its time. How can we learn
English if we don't pronounce the letters in our
mother tongue?” [5]. This article is devoted to
summarizing the experience of working with
preschool children, as well as the problem of the
feasibility of teaching preschool children a foreign
language.
The main part. There are many factors that
directly affect success in learning a foreign
language at preschool age. In this article, we will
focus only on some factors, namely:
· level of physical development of the child;
level of mental development;
· the level of responsibility and interest of parents
in this matter.
In psychology, preschool age is the stage of
mental development that takes place between
early childhood and junior school age - from 3 to
6-7 years. There are 3 periods in preschool age:
preschool age (3-4 years);
pre-secondary school age (4-5 years) and
senior preschool age (5-7 years old).
Preschool is very important for the development
of the psyche and personality of a young child.
Since the game is the leading activity of this
period, it is called the game period [4]. It is no
secret that the period from birth to eight years
(and modern scientists include the period of
pregnancy) is the most important period in
human life in terms of the formation of behavior,
the formation of various mental tendencies, and
the identification and development of talents. . Of
course, a child develops very quickly even after
the age of eight, but the "foundation" is laid
precisely during this period. Therefore, it is
necessary for parents, close relatives, educators
and pedagogues who are in direct contact with
the child to know the full burden of responsibility.
When considering changes in the life of preschool
children, it makes sense to start with physical and
physiological changes. At preschool age, the
epidermis of the child thickens, the skeleton is
similar to the skeleton of an adult, but it is not yet
so strong. Ossification of the skeleton occurs
gradually during childhood. This shows that
Volume 04 Issue 02-2024
132
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
02
Pages:
130-133
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
during this period, it is very important to form the
correct posture of the child, to ensure that the
time of activities at the table (modeling, drawing,
writing, etc.) does not exceed the established
norm, and to prevent diseases such as scoliosis
and osteochondrosis . At this age, the total muscle
mass of a child is 2 times less than that of an adult.
Therefore, preschool children quickly get tired of
prolonged physical stress. This should be taken
into account when planning activities with
children of this age. It is recommended to "mix"
monotonous sedentary work with active games.
In children, the small muscles of the hand are
relatively underdeveloped, so children cannot
precisely coordinate finger movements, so if you
have set yourself the task of teaching a
preschooler to write, there is no point in asking
for a fancy greeting. Q. A child's handwriting
changes over time. Also during this period, the
further development of senses is observed, in
particular: attentive observation begins to
develop, hearing acuity and the ability to
distinguish sounds increase, but the three-
dimensional perception of objects and the ability
to distinguish colors are worse than in school-
aged children. During this difficult period, the
functioning of the nervous system is
characterized by the development of thinking.
Children of this age are characterized by very
active curiosity, they do not get tired of asking
questions to adults, which creates excellent
conditions for acquiring new knowledge. The
psyche of a preschool child develops rapidly,
including higher mental functions: perception,
memory, thinking, speech.
It is at this age that the vocabulary grows
gradually, at this age it usually reaches 2
thousand words, which allows the child to easily
speak in detailed sentences and express his
thoughts more clearly and colorfully, which gives
him a new language allows you to start getting
acquainted with the words.
For a child, speech begins to become a universal
means of communication. It gradually becomes a
special activity that has its own forms: listening,
talking, thinking and weaving stories. The result
of changes in the psyche is also an increase in
attention. Attention is indirect, but it directly
depends on the child's level of interest in a
particular activity. Therefore, the main task of the
pedagogue is the ability to interest the child in the
proposed activity.
The leading activity of preschool age is play, so
any learning should be in the form of play.
Practice shows that in this case the child learns
the material faster and better [1]. We have
considered some features of the development of
the psyche and physiological information of a
preschooler, but it should be noted that the level
of development of these two aspects can be
significantly different in two different children. It
depends on various factors, for example: heredity,
inborn data, emotional climate in the family, the
time parents spend on the child's development
and communication with him, discipline in the
family, etc.
C
ONCLUSION
Based on the above, it can be noted that not every
child is equally ready to learn a foreign language
Volume 04 Issue 02-2024
133
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
02
Pages:
130-133
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
during preschool education. The main condition
for starting lessons is the level of knowledge of
the child's native language. If parents have paid
enough attention to the intensive development of
the child since childhood, it will not be difficult to
acquire such skills as reading and writing, as well
as correct pronunciation. Such a child has all the
necessary conditions for learning a foreign
language. If, on the other hand, parents want their
child to grow up to be a polyglot and bring him to
a developmental center or a linguistic center
focused on learning foreign languages, but do not
care about the basics of teaching the mother
tongue, such a child will learn languages. It will be
difficult for them to make great progress in
learning or they may face difficulties in learning
the mother tongue in the future. Therefore,
parents play a major role in teaching children a
foreign language. The idea that by bringing a child
to a teacher and paying for lessons, parents are
absolving themselves of responsibility for their
own success is very wrong. First of all, the quality
of acquiring knowledge depends on the efforts of
parents:
- what grounds (quality mastery of mother
tongue) parents provide for starting foreign
language classes;
-how they create discipline and motivation;
- how the reward system is used.
A legitimate question arises: Is it necessary to
start teaching foreign languages to children of
preschool age? From the above we can conclude
that both points of view are correct. In fact, the
modern trend of teaching a foreign language to
children of preschool age is very relevant and
useful: the earlier a child begins to get acquainted
with speech in a foreign language, the easier it will
be for him to master the relevant school subject in
the future. When learning a foreign language at
school, he will not have a language barrier, it will
be much easier for such a child to establish
intercultural relations. This is very important in
the modern world. However, if the child does not
have a certain knowledge base of the mother
tongue before starting foreign language classes
and does not have proper speech, if the child's
parents do not have a competent and responsible
attitude to the lessons, such teaching is not only
ineffective but also harmful.
R
EFERENCES
1.
Butakova IV, "Characteristics of the
development of the perception of a preschool
child" // Festival of pedagogical ideas "Open
lesson".
2.
Kapitonova TA, Kozlova IS "Fundamentals of
medical knowledge" // Exam guide.
3.
Lyapenkova, NG To teach or not to teach //
Early development: Library of articles.
4.
Meshcheryakov, B. Large psychological
dictionary/ B. Meshcheryakov, V. Zinchenko.
- Alma-press, 2004.
5.
Why do I not teach a foreign language to
children of preschool age? : LittleOne.ru
forum archive, 2002
–
2006.
